Gymnastics Lesson Plans Y5 & Y6

Year 5/6 Gymnastics PE Sports Curriculum 6 weeks

Class: Year 5/6

Date:

Term:

Learning Objective: To perform partner balances To evaluate and recognise their own success

Progression: 1 Gymnastics Warm Up: Gears activity – Gear 1 – Walking, Gear 2 – Skipping, Gear 3 – Jogging, Gear

4, hopping, Gear 5 – running. Stretching head to toe.

Introduction to the activity: Children look at what’ happening over the certain weeks and what they will have to produce after the 6 weeks, What are the elements needed to create good learning.

Tasks

Teaching Points

Success Criteria

Discuss with the children the differences between a matched and mirrored shape. Model or ask children to model an example of a matched and mirrored shape.

Can you explain the difference between a matched and mirrored shape?

Ask the children to use the resource card and try out the different matched and mirrored shapes.

Ask the children to start away from each other. Ask them to use different gymnastic actions to meet each other and make a mirrored shape. They then come out of the shape, move away from each other in a different direction. Use gymnastic actions to meet each other to make a matched shape. (gymnastic actions can be travel, jump, roll)

Which matched and mirrored shapes could you use?

Matched Balance Really stretch your arms and legs and point your toes.

Feel the tightness in your body Hold the balance for 3 seconds Same arm/leg as partner Mirrored Balance Really stretch your arms and legs and point your toes.

Feel the tightness in your body Hold the balance for 3 seconds Opposite arm/leg as partner

Set some simple apparatus out and ask the children to explore how they can use the apparatus to show their matched and mirrored balances. (i.e. benches, nesting tables, climbing frame) Ask children to evaluate where on apparatus children made matched and mirrored shapes and how they got into and out of the shapes

Which actions could you use to get into and out of your matched and mirrored shapes?

Can you put into your sequence a change of level?

How did you choose which movements to include a change of speed in your sequence?

How can the pair improve their sequence?

Cool down tasks

Vocab/Resources

Learning Outcomes

Children sit into back to each other are they able to make a shape on the map and hold it for 10 seconds.

Tops cards.

To know the difference between a matched and mirrored shape. To create a simple sequence of matched and mirrored partner balances.

Most children will be able to –

Some children will not have progressed as far –

Some children will have progressed further –

Perform a balance with a partner.

Able to perform a balance with the help of the partner.

Perform different balances with a partner with confidence.

Class: Year 5/6

Date:

Term:

Progression: 2 Gymnastics

Learning Objective: To perform partner balances with control To evaluate and recognise their own success Introduction to the activity: Children look at whats happening over the certain weeks and what they will have to produce after the 6 weeks, What are the elements needed to create good learning.

Warm Up: Children are able to move about the room at their own pace, when children move look at

Tasks

Teaching Points

Success Criteria

On mats in pairs ask the children to make an arch then to push against their hands and move their feet slowly away. Tell them this is counter balance (pushing together).

Counter Balance – a balance in pairs in which each partner is supporting the other’s weight by pushing against each other.

Pair children in similar height and build

Can children counter balance

Model or ask two children to model counter balance back to back. How many different back to back balances with a partner can they make?

Ask the children to try the counter balances on the resource card. Ask the children to explore other balances they can make where they are pushing against each other. Ask them to try using different body shapes, body parts and levels.

Ask the children to start away from each other and use different gymnastic actions to meet each other to make a counter balance and then move away from each. Ask the children to make sure that their moves into and out of the balance are in unison. (i.e. they perform the same action at the same time) (actions can be travel, jump, roll) Ask children to work with another pair and perform each other’s sequence and feedback against the success criteria. Swap over roles Set out apparatus as last session and ask children to explore where they can travel to and perform counterbalance using different apparatus

different heights and movements.

Use STEP to ensure safety and success for all children Ask the children to find ways of working with each other in unison without continually looking at each other (e.g. calling each action, counting four for each action and using peripheral vision)

Push against each other with hands/feet/backs close together Start with feet closer together apart and then gradually move them further apart until you are both in a counter balance Good extension When pushing, the further apart the bases are the harder it becomes Can children work in partnership with each other

How can you move into and out of a counter balance smoothly?

How does your body need to be to hold a counter balance?

Cool down tasks

Vocab/Resources

Let children create a their initial of their name on the floor to let their heart-rate decrease

Tops cards.

Learning Outcomes

Most children will be able to –

Some children will not have progressed as far –

To perform a range of counterbalance actions with a partner.

To evaluate their success in creating and performing counter balances with a partner Some children will have progressed further –

Perform a balance with a partner.

Able to perform a balance with the help of the partner.

Perform different balances with a partner with confidence.

Class: Year 5/6

Date:

Term:

Progression: 3 Gymnastics

Learning Objective: To perform partner balances with control To create a gymnastic sequence with a partner To evaluate and recognise their own success

Warm Up: Children are able to move about the room at their own pace, when children move look at

different heights and movements.

Introduction to the activity: Recap on behaviour and boundaries for children, recap on ideas for the lesson.

Symmetrical Shape Asymmetrical Shape

Tasks

Teaching Points

Success Criteria

Discuss with children the difference between a counter balance and a counter tension balance.

Ask for examples of a good model of each and discuss success criteria for each.

Can you explain the difference between a counter balances and counter tension?

Can you hold your balance and ensure the equipment doesn’t fall for three seconds?

What will determine which starting position you adopt?

What will help you to improve moving in unison with your partner?

What happened to your technique after you had been practising and why?

Did you praise each other? What effect do you think it had?

How can you make your feedback positive and why is this important?

Counter balance Can children push against each other with hands/feet/backs close together Can children Start with feet closer together apart and then gradually move them further apart until you are both in a counter balance

Vocab/Resources

Learning Outcomes

In pairs on a mat give the children a piece of equipment (i.e. beanbag, kooshball or quoit) ask them to practice their counter balance and counter tension but also add the equipment so it was also balanced.

Ask the children to create a sequence where they move in unison. Ask the children to start away from each other and use different gymnastic actions to meet each other to make a counter tension and then move away from each. Then move back towards each other perform a counter balance and then move away to a finishing position. Ask the children to make sure that their moves into and out of the balance are in unison. (i.e. they perform the same action at the same time) (actions can be travel, jump, roll) This will be at least 7 moves but can be more for more able.

See sequence development card Working in fours ask one pair to perform and the other to evaluate.(video/iPad opportunity) Swap over roles. Revise sequence based on feedback. Ask children to record sequence.

Cool down tasks Let children create a their initial of their name on the floor to let their heart-rate decrease

Can children push, the further apart the bases are the harder it Becomes Counter tension.

Can children perform the skill Start with feet further apart Gradually lean away from each other Hold wrists NOT hands Good extension To come back together pull back together then release

Most children will be able to –

Some children will not have progressed as far –

To know the difference between counter balance and counter tension.

To create a gymnastic sequence with counter balances and counter tension with a partner.

Some children will have progressed further –

Perform a balance with a partner and create a gymnastic sequence.

Perform a balance with help from a partner and start to create a gymnastic sequence.

Perform balances with confidence and control with a partner and create a gymnastic sequence, also able to evaluate the sequence.

Class: Year 5/6

Date:

Term:

Tops cards.

Can children bring Good extension to hands and feet

Progression: 4 Gymnastics

Learning Objective: To create a gymnastic sequence with a partner To evaluate and recognise their own success Introduction to the activity: Children look at whats happening over the certain weeks and what they will have to produce after the 6 weeks, What are the elements needed to create good learning.

Warm Up: Children are able to move about the room at their own pace, when children move look at different heights and movements.

Tasks

Teaching Points

Success Criteria

Explain to the children that we are going to start The ‘Acrobatic gymnastics’ core task.

This involves the children creating and performing a pair sequence on floor and mats that includes three basic acrobatic balances (counter tension and a counter-balance) and up to six other actions.

Which three balances will you choose with your partner? Why?

Sequence at least six actions including  Counter balance, Counter tension balance, Rolling, Travelling Can children Jump and land Quality of movement

Using their sequence from last week as a starting point ask the children in their pairs to create a sequence where they move in unison which has three acrobatic balances (either 2 counter tension and 1counter balance or vice versa) and six other actions which must include one roll and one jump at least.

See sequence development card Working in fours ask one pair to perform and the other to evaluate (video/ipad opportunity) Swap over roles Think about how you will feedback to help the pair improve their sequence. Are the balances extended? Are the toes stretched? Can you see tension?

Symmetrical Shape Asymmetrical Shape

Discuss why the balances they need to be quality.

Why is it important to think about each person’s ability when choosing balances and actions for a sequence?

Ask them to evaluate and feedback on quality of movement.

How will you decide if your partner’s advice will enhance your performance?

Can children Good extension with limbs Are children able to Move fluently into and out of counter balance and counter tension from other actions Perform in unison Included in sequence Can children change the level performance Can children Change in direction when performing Can children Change the level of speed/intensity

Revise sequence based on feedback. Record sequence Cool down tasks

Vocab/Resources

Let children create their initial of their name on the floor to let their heart-rate decrease

Tops cards.

Learning Outcomes To create a gymnastic sequence with counter balances and counter tension with a partner in unison. To evaluate their own and others success.

Some children will have progressed further –

Most children will be able to –

Some children will not have progressed as far –

Create a gymnastic sequence including a balance and a roll with their partner. Able to evaluate their sequence.

Able to create a gymnastic sequence including a balance and basic roll with the help of their partner.

Class: Year 5/6

Date:

Term:

Can create a gymnastic sequence with confidence moving freely and linking movements together. Also able to evaluate their session and provide ways to improve the sequence.

Progression: 5 Gymnastics

Learning Objective: To create a gymnastic sequence with a partner using apparatus To evaluate and recognise their own success Introduction to the activity:

Warm Up:

Tasks

Teaching Points

Success Criteria

Explain to the children that we are going to use the sequence from the previous session and adapt it by performing it on apparatus. Ask the children to revise their sequence using canon from the previous session.

What is the difference between canon and unison?

Can children perform at least six actions Including:

Children look at whats happening over the certain weeks and what they will have to produce after the 6 weeks, What are the elements needed to create good learning.

Set out the apparatus out and ask the children to revise how their last sequence using unison on the apparatus to now using canon.

Using their sequence as a starting point ask the children in their pairs to adapt their sequence where they move in canon where possible and include three acrobatic balances (either 2 counter tension and 1 counter balance or vice versa) using the apparatus and six other actions which must include one roll and one jump at least.

Working in fours ask one pair to perform and the other to evaluate. (video/ipad opportunity) Swap over roles

Children are able to move about the room at their own pace, when children move look at different heights and movements.

Partner shapes- Children grab a partner

SAFETY - What aspects of safety did you consider when working with your partner on the apparatus?

Why is it important to take turns when moving on the apparatus?

Which parts of the sequence did you perform well?

Think about how you will feedback to help the pair improve their sequence. Do you think that they made the most of the apparatus in their performance?

Children can use Counter balance Children can use a Counter tension balance Children can perform a quality Roll Travelling Jumping and landing Also are children able Quality of movement Good extension Move fluently into and out of counter balance and counter tension from other actions.

Children use the apparatus safely and effective use.

Children can perform a Canon sequence Children can perform a Unison sequence

Cool down tasks

Vocab/Resources

Children can perform their own cool down tasks. Coach selects 3 and participants can use 1 of these.

Tops cards.

Learning Outcomes

Most children will be able to –

Some children will not have progressed as far –

To create a gymnastic sequence with counter balances and counter tension with a partner in unison using apparatus.

To evaluate their own and others success Some children will have progressed further –

Create a gymnastic sequence including a balance and a roll with their partner using a piece of apparatus. Able to evaluate their sequence.

Able to create a gymnastic sequence including a balance and basic roll with the help of their partner using a piece of apparatus.

Can create a gymnastic sequence with confidence moving freely and linking movements together using apparatus. Also able to evaluate their session and provide ways to improve the sequence.

Class: Year 5/6

Date:

Term:

Progression: 6 Gymnastics

Learning Objective:

To create a gymnastic sequence with a partner using apparatus To evaluate and recognise their own success =

Warm Up: Can children perform 2 to 3 different symmetrical shapes. On the coaches command.

Introduction to the activity: Children look at whats happening over the certain weeks and what they will have to produce after the 6 weeks, What are the elements needed to create good learning.

Tasks

Teaching Points

Success Criteria

Explain to the children that we are going to use the sequence from the previous session and adapt it by performing it on apparatus.

What is the difference between canon and unison?

Sequence at least six actions Including

Ask the children to revise their sequence using canon from the previous session.

Set out the apparatus out and ask the children to revise how their last sequence using unison on the apparatus to now using canon.

SAFETY - What aspects of safety did you consider when working with your partner on the apparatus?

Can children perform a counter balance

Using their sequence as a starting point ask the children in their pairs to adapt their sequence where they move in canon where possible and include three acrobatic balances (either 2 counter tension and 1 counter balance or vice versa) using the apparatus and six other actions which must include one roll and one jump at least.

Why is it important to take turns when moving on the apparatus?

Working in fours ask one pair to perform and the other to evaluate. (video/ipad opportunity) Swap over roles Think about how you will feedback to help the pair improve their sequence. Do you think that they made the most of the apparatus in their performance?

Which parts of the sequence did you perform?

Can children perform Counter tension balance Rolling Travelling Jumping and landing Can children use quality of movement Good extension in limbs Move fluently into and out of counter balance and counter tension from other actions.

Children can use the apparatus safely

Revise sequence based on feedback

Children are able to perform Canon sequence performance

Cool down tasks

Vocab/Resources

Children can perform their own cool down tasks. Coach selects 3 and participants can use 1 of these.

Tops cards.

Learning Outcomes

Most children will be able to –

Some children will not have progressed as far –

To create a gymnastic sequence with counter balances and counter tension with a partner in unison using apparatus.

To evaluate their own and others success Some children will have progressed further –

Create a gymnastic sequence including a balance and a roll with their partner using a piece of apparatus. Able to evaluate their sequence.

Able to create a gymnastic sequence including a balance and basic roll with the help of their partner using a piece of apparatus.

Can create a gymnastic sequence with confidence moving freely and linking movements together using apparatus. Also able to evaluate their session and provide ways to improve the sequence.